Course Description:This course provides a comprehensive introduction to the principles of physics and organic chemistry as they relate to the process industry. The emphasis of the course is on how process design and operating methods are based on universal scientific principles.
I- IDENTIFY IMPORTANT SITUATIONAL FACTORS
1- Specific Context of The Teaching and Learning Situation
This class is made up of first and second quarter students working to complete all 100 level courses within the first year of study, thus becoming eligible for the One Year Certificate. Expectations are there will be approximately 30 students taking this course in its first offering. Upon completion of this course, students will have met a requirement of the One Year Certification as well as a step towards earning of the Associates Degree. This class meets Mondays and Wednesdays from 8 until 11 AM. Students will be taking this class at the same time as PTec 105, Systems and PTec 110, Instrumentation. Course materials are presented using electronic media, face to face lecture, and lab application of learned principles.
2- Expectations of External Groups
Students will be able to apply these basic scientific principles to the workplace and have a better understanding of the processes to which they apply. Industry advisors would like to see the graduates/ certificate holders step into positions in the industry with a strong understanding of the processes and hazards in which they will be working. The goal of the program is to ready students for employment in the industry, graduated or no.
3- Nature of The Subject
Process Technology is all about basic mathematics, physics, and chemistry principles and how they are applied to industry processes. Graduates must be able to troubleshoot problems using some of the principles learned in the course.
4- Learner Characteristics
Generally, classes are made of people displaced from jobs, or are single parents, of an average age of ~35. Most are fulltime students but working outside of school as well.Class makeup is ~15% female, 5% Asian heritage, 20% Latino/ Native, and the balance male caucasian. The students are motivated as most have worked in other fields and desire the opportunity to land a job that pays well. Some have earned baccalaureate degrees but have been unable to find the position of high pay that they desire. They get along well with each other and form a strong support group. They have proven to be adept at use of electronic media.
5- Characteristics of the Teacher
The instructor has 44 years of related industry experience, however, I'm only in my second quarter of teaching, the first for this class. But this class will become a foundational part of the program, so I look forward to teaching it many more times. I have a vast experience that I can share with students and I have a formal education in Math and Physics. I tell them that yes, these jobs are indeed high paying, but I also do not candy-coat the real dangers that they may be exposed to in the work place. I have found I really enjoy the interactions with students and I share their desire to succeed, but also realize that I have a long way to go to become a good teacher.
6- Special Pedagogical Challenge
There are varying degrees of work and life experience that students bring to the program, but I think they respect the training and experience of the instructor. I have done those jobs that the students desire and can relate to them the realities of what they are like.
II- IDENTIFY IMPORTANT LEARNING GOALS
1- Foundation Knowledge
Understand basic math operations and principles in geometry, trigonometry, and algebra. Be familiar with Translational and Rotational Mechanics, Dynamics, Work, Power, and Energy, Circular Motion and Torque, Fluid Mechanics, basic chemical reactions, and organic chemistry.
2- Application
Examine the basic principles of the mechanics of solids, friction, fluids, motion, and analyze the relationship between temperature and pressue, chemical reactions and catalysts, and how thes concepts apply to industry processes.
3- Integration
Once in the workplace, students can recall these learned course principles and apply them to new processes to which they are exposed and helping them better understand. With that, students become contributing employees and an asset to their company.
4- Human Dimension
Be able to communicate with peers. Gain confidence while sharing knowledge and skills with peers knowing your own subject expertise. In time, this self confidence allows one to step up as opportunities to lead arise.
5- Caring
Expand your own role in your position by looking for ways to improve the process, procedures, or techniques to the benefit of all. Become a role model to others.
6- Learning How to Learn
Be able to research topics on their own to answer questions or learn more on a topic. Develop a network to learn of new technology and industry advancements.
2/4/2012 Edited 2/21/2012 III- FEEDBACK AND ASSESSMENT *Forward-Looking Assessment - Having learned the basics of distillation and seen an instructor operate the small glass distillaltion column, the student can do the same lab exercise of operation of this system and identification of component parts. *Criteria and Standards - Operate distillation column and system. - 4 Pts, Can identify all system components and understands the proper responses to take in upset conditions.
- 3 Pts. Can identify >75% of components and understands most of the proper responses to take in upset conditions.
- 2 Pts Can identify >50% of components and understands just a few proper responses to take in upset conditions.
- 0 Pts Cannot identify at least 50% of components nor understands the proper responses to take in upset conditions.
*Self-Assessment
- Students can compare own results of lab activities against the expected to reflect on their knowledge.
- They receive feedback from group and the instructor and are able to assess their level of understanding.
- Students can use the assessment rubric to gauge their understanding.
*FIDeLity
- There is a very positive program atmosphere. Instructors and classmates provide feedback with most striving to help teammates succeed.
- Instructors are honest in communicating realities of the workplace as they might pertain to an exercise, correcting mistakes in a manner that shows they have concern for the well- being of the student.
- Additional knowledge and understanding can help overcome intimidation that one may feel.
IV- Teaching and Learning Activities, Feb 20,2012 ExperiencesInformation/ IdeasReflecting
-Research projects
-Video presentations
-Job shadows/ internships
-Demonstrations
-Hands on lab projects
-Guest speakers from industry
-Use of plant simulators
-Safety minute report Information/ Ideas
-Lectures
-Textbook readings
-Internet descriptions/ depictions
-Read/ review activity procedures
-Guest speakers from industry
-Classmates' presentations Reflecting -Group discussions after performing group activity
-Self assessment after activity performance
-Incorporate knowledge/ experience in resume
-Write a paper to capture thought of a field trip
V-Component Parts Integration, Feb 25,2012
Learning Goals
Feedback and Assessment
Teaching and Learning Activities
Foundational Knowledge-Understand basic math operations and principles in geometry, trigonometry, and algebra. Be familiar with Translational and Rotational Mechanics, Dynamics, Work, Power, and Energy, Circular Motion and Torque, Fluid Mechanics, basic chemical reactions, and organic chemistry.
-Lectures/ presentations -Assigned readings -Computer Training modules -Internet -Class discussion -Research a topic -Industry guest speaker -Group lab activities
Application- Examine the basic principles of the mechanics of solids, friction, fluids, motion, and analyze the relationship between temperature and pressure, chemical reactions and catalysts, and how these concepts apply to industry processes.
Integration- Once in the workplace, students can recall these learned course principles and apply them to new processes to which they are exposed and helping them better understand. With that, students become contributing employees and an asset to their company.
Human Dimension- Be able to communicate with peers. Gain confidence while sharing knowledge and skills with peers knowing your own subject expertise. In time, this self confidence allows one to step up as opportunities to lead arise.
Caring- Expand your own role in your position by looking for ways to improve the process, procedures, or techniques to the benefit of all. Become a role model to others.
Learning How To Learn- Be able to research topics on their own to answer questions or learn more on a topic. Develop a network to learn of new technology and industry advancements.
Course: PTec 107, Process Science
Course Description:This course provides a comprehensive introduction to the principles of physics and organic chemistry as they relate to the process industry. The emphasis of the course is on how process design and operating methods are based on universal scientific principles.
I- IDENTIFY IMPORTANT SITUATIONAL FACTORS
1- Specific Context of The Teaching and Learning Situation
This class is made up of first and second quarter students working to complete all 100 level courses within the first year of study, thus becoming eligible for the One Year Certificate. Expectations are there will be approximately 30 students taking this course in its first offering. Upon completion of this course, students will have met a requirement of the One Year Certification as well as a step towards earning of the Associates Degree. This class meets Mondays and Wednesdays from 8 until 11 AM. Students will be taking this class at the same time as PTec 105, Systems and PTec 110, Instrumentation. Course materials are presented using electronic media, face to face lecture, and lab application of learned principles.
2- Expectations of External Groups
Students will be able to apply these basic scientific principles to the workplace and have a better understanding of the processes to which they apply. Industry advisors would like to see the graduates/ certificate holders step into positions in the industry with a strong understanding of the processes and hazards in which they will be working. The goal of the program is to ready students for employment in the industry, graduated or no.
3- Nature of The Subject
Process Technology is all about basic mathematics, physics, and chemistry principles and how they are applied to industry processes. Graduates must be able to troubleshoot problems using some of the principles learned in the course.
4- Learner Characteristics
Generally, classes are made of people displaced from jobs, or are single parents, of an average age of ~35. Most are fulltime students but working outside of school as well.Class makeup is ~15% female, 5% Asian heritage, 20% Latino/ Native, and the balance male caucasian. The students are motivated as most have worked in other fields and desire the opportunity to land a job that pays well. Some have earned baccalaureate degrees but have been unable to find the position of high pay that they desire. They get along well with each other and form a strong support group. They have proven to be adept at use of electronic media.
5- Characteristics of the Teacher
The instructor has 44 years of related industry experience, however, I'm only in my second quarter of teaching, the first for this class. But this class will become a foundational part of the program, so I look forward to teaching it many more times. I have a vast experience that I can share with students and I have a formal education in Math and Physics. I tell them that yes, these jobs are indeed high paying, but I also do not candy-coat the real dangers that they may be exposed to in the work place. I have found I really enjoy the interactions with students and I share their desire to succeed, but also realize that I have a long way to go to become a good teacher.
6- Special Pedagogical Challenge
There are varying degrees of work and life experience that students bring to the program, but I think they respect the training and experience of the instructor. I have done those jobs that the students desire and can relate to them the realities of what they are like.
II- IDENTIFY IMPORTANT LEARNING GOALS
1- Foundation Knowledge
Understand basic math operations and principles in geometry, trigonometry, and algebra. Be familiar with Translational and Rotational Mechanics, Dynamics, Work, Power, and Energy, Circular Motion and Torque, Fluid Mechanics, basic chemical reactions, and organic chemistry.
2- Application
Examine the basic principles of the mechanics of solids, friction, fluids, motion, and analyze the relationship between temperature and pressue, chemical reactions and catalysts, and how thes concepts apply to industry processes.
3- Integration
Once in the workplace, students can recall these learned course principles and apply them to new processes to which they are exposed and helping them better understand. With that, students become contributing employees and an asset to their company.
4- Human Dimension
Be able to communicate with peers. Gain confidence while sharing knowledge and skills with peers knowing your own subject expertise. In time, this self confidence allows one to step up as opportunities to lead arise.
5- Caring
Expand your own role in your position by looking for ways to improve the process, procedures, or techniques to the benefit of all. Become a role model to others.
6- Learning How to Learn
Be able to research topics on their own to answer questions or learn more on a topic. Develop a network to learn of new technology and industry advancements.
2/4/2012 Edited 2/21/2012
III- FEEDBACK AND ASSESSMENT
*Forward-Looking Assessment
- Having learned the basics of distillation and seen an instructor operate the small glass distillaltion column, the student can do the same lab exercise of operation of this system and identification of component parts.
*Criteria and Standards
- Operate distillation column and system.
- 4 Pts, Can identify all system components and understands the proper responses to take in upset conditions.
- 3 Pts. Can identify >75% of components and understands most of the proper responses to take in upset conditions.
- 2 Pts Can identify >50% of components and understands just a few proper responses to take in upset conditions.
- 0 Pts Cannot identify at least 50% of components nor understands the proper responses to take in upset conditions.
*Self-Assessment
- Students can compare own results of lab activities against the expected to reflect on their knowledge.
- They receive feedback from group and the instructor and are able to assess their level of understanding.
- Students can use the assessment rubric to gauge their understanding.
*FIDeLity
- There is a very positive program atmosphere. Instructors and classmates provide feedback with most striving to help teammates succeed.
- Instructors are honest in communicating realities of the workplace as they might pertain to an exercise, correcting mistakes in a manner that shows they have concern for the well- being of the student.
- Additional knowledge and understanding can help overcome intimidation that one may feel.
IV- Teaching and Learning Activities, Feb 20,2012
Experiences Information/ Ideas Reflecting
-Research projects
-Video presentations
-Job shadows/ internships
-Demonstrations
-Hands on lab projects
-Guest speakers from industry
-Use of plant simulators
-Safety minute report
Information/ Ideas
-Lectures
-Textbook readings
-Internet descriptions/ depictions
-Read/ review activity procedures
-Guest speakers from industry
-Classmates' presentations
Reflecting
-Group discussions after performing group activity
-Self assessment after activity performance
-Incorporate knowledge/ experience in resume
-Write a paper to capture thought of a field trip
V-Component Parts Integration, Feb 25,2012
-Self-Assessment
-Written exam
-Reading/Writing Assignments
-Computer module quizzes
-Instructor assessment
-Lab exercise summaries
-Assigned readings
-Computer Training modules
-Internet
-Class discussion
-Research a topic
-Industry guest speaker
-Group lab activities
-Self-assessment
-Written Exam
-Instructor assessment
-Peer(team) feedback
-Reading/ writing assignments
-Term project
-Computer module quizzes
-Lab exercise summaries
-Assigned readings
-Industry guest speaker
-Instructor demonstration
-Class discussion
-Lectures/ presentations
-Computer training modules
-Internet
-Research a topic
-Simulator exercises
-Self-assessment
-Written exam
-Reading/ writing assignments
-Instructor assessment
-Peer (team) feedback
-Computer module quizzes
-Internships
-Industry guest speaker
-Simulator exercises
-Class discussion
-Research a topic
-Group written/oral presentation
-Computer training modules
-Video presentations
-Peer (team) feedback
-Self-assessment
-Instructor assessment
-Reading/ writing assignments
-Computer module quizzes
-Job shadows
-Internships
-Group lab activities
-Class discussion
-Safety minute presentation
-Resume entries
-Simulator exercises
-Computer training modules
-Special projects
-Self-assessment
-Instructor assessment
-Peer feedback
-Program volunteer opportunities
-Special projects
-Job shadows
-Internships
-Self-assessment
-Instructor assessment
-Peer feedback
-Job shadows
-Internships
-Program volunteer opportunities
-Class discussion
-Classmates’ presentations
-Written/oral presentation
-Special projects